Pretend Play, Coping, and Subjective Well-Being in Children: A Follow-Up Study

Autor/inn/en	Fiorelli, Julie A.; Russ, Sandra W.
Titel	Pretend Play, Coping, and Subjective Well-Being in Children: A Follow-Up Study
Quelle	In: American Journal of Play, 5 (2012) 1, S.81-103 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Females; Psychological Patterns; Play; Coping; Imagination; Life Satisfaction; Followup Studies; Child Development; Cognitive Development; Affective Behavior; Well Being; Elementary School Students; Comparative Analysis; Age Differences; Emotional Development; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Spiel; Bewältigung; Lebensvollendung; Follow-up studies; Kontaktstudium; Kindesentwicklung; Kognitive Entwicklung; Affective disturbance; Active behaviour; Affektive Störung; Well-being; Wellness; Wohlbefinden; Age; Difference; Age difference; Altersunterschied; Gefühlsbildung
Abstract	Researchers, the authors state, link play to cognitive and affective processes important for a child's development and overall well-being. In this article, the authors examine the relationships involving pretend play, coping, and subjective well-being (the last of which they conceptualize as positive affect--positive mood--and life satisfaction) and investigate the stability and predictive power of play skills. They report on a study in which they measured the pretend play, coping skills, positive affect, and life satisfaction of thirty girls in kindergarten through fourth grade and compared these measures to the girls' pretend play eighteen months earlier. They found that affect or emotional themes in play related to positive mood in daily life and that imagination and organization in play related to coping ability. Their results, they concluded, also support the stability of imagination and organization in pretend play over time. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10